九年级英语 Unit3 teenage problems 1.doc

九年级英语 Unit3 teenage problems 1
Period One (Welcome to the unit/ vocabulary )
l objectives
1. to talk about problems and their causes
2. to think about personal problems and how to deal with them.
3. To understand the different meanings of the verb “to be”
4. To use the verb “to get” when talking about problems
l Language function and focus
I’ve got a problem.=I have a problem.
Eating too much makes you unhealthy. Get too many tests and exams
Quarrel with sb. Family members
Get a bus=take a bus get angry=become angry
I don’t have much time to revise for tests.
l Teaching methods
Listening/ writing/ speaking/discussing
l Teaching procedures
Part A
1. Explain that most teenagers have problems. Tell students that if they ever need to talk about their problems, they should talk to their teachers, friends or family. Tell students that having a problem is nothing to be ashamed if ----everyone has worries from time to time.
2. Ask students work in groups. Discuss their problems and write on the paper. The teacher call some groups to speak out the problems and help them how to solve them.
3. Show the students pictures about problems. Ask individuals to speak out which problem it is. If one has spoken out, he or she can ask his or her best friend to speak out next problem.
4. Ask students to work in pairs to complete Part A on Page 39. Once all students have finished, ask one student at a time to read out what they have written. Listen for mistakes and mispronunciation.
Part B
1. tell students you want to do a survey of the problems that students in the class have. Write the following headings on the board:
Not enough sleep
Not enough time to do homework
Too noisy to study
Lonely
Argue with cousin/classmate/parent
Parents are always busy
Read out each problem in turn, and ask students to raise their hands if they have this problem. Make a tally of the problems that students have. This will reinforce a group feeling. Finally, make a note of the biggest problem the class has. Write the following on the board:
“The biggest problem Class …Grade ... has is …”
2. Explain that part B is different from the previous exercise, as students have to rank how big these problems are in their lives.
Explain to students that number 5 means that this is a big problem for them while number 1 means it is a small problem.
3. Tell students to complete Part B on their own. You may want to give the exercise as homework, as students may feel comfortable writing about their problems in private. You could ask volunteers to give their answers but do not force students. If there are no volunteers, do not go over the answers to this exercise with the class. Keep the students’ answers confidential.
4. For stronger classes, ask students to add what they consider to be the biggest problems teenagers face to the list if these are different to those on the list.
Vocabulary
Part A
1. Explain that the words in the box at the top of Page 44 are synonyms of the verb “to get” below the pictures, and can be used to replace “get” in each picture.
2. Ask students to work in pairs to complete Part A.
3. For weaker classes, ask students to read out the answer for each picture. For stronger classes, after students have read out the answers, ask them to make sentences using the phrases under the pictures.
Part B
1. Explain to students that they can use their answers from Part A to help then with the exercise in Part B. for weaker classes, students can work in pairs to complete Part B. For stronger classes, students can work on their own.
2. For stronger classes, once students have finished, ask two students to read out the whole letter. Compliment them on parts of the letter they read particularly well.
3. For weaker classes, ask students if they have the same problems as Amy. Ask students to raise their hands if they do. For stronger classes, ask students what their advice would be for Amy.
Comic strip
1. Play the tape for the students to find out the problem. If they can’t get the answer, the teacher can play the second time.
2. Explain some language points for the whole class. Then ask them to try to perform this short play.

Homework:
1. If you have any ___________ (问题)，you can ask your teacher for help.
2. Eating too much is bad for our ____________. It makes us __________ （健康）
3. ____________ (游泳) is one of my favourite sports.
4. John got up too late to have breakfast, so he felt ___________ at school.
5. The meeting has bee ___________ (结束) for two hours.
6. Thank you for ___________ (邀请) me to your party.
7. You must look after y_________ and keep healthy, Mum and Dad.
8. We have our first class at a _____________ (一分钟)to eight.

Design on Bb
Students’ problems
Have too much homework feel lonely
Have no time to watch TV too noisy after class
Don’t have close friends don’t know who to talk to
Quarrel with friends parents are always busy
Have no time to spend on hobbies

（quarrel with/get enough sleep/be on/feel lonely/revise for tests/receive low marks/I’ve got a problem）

Period Two (Reading )
l Objectives:
1. to understand how to write about problems and to express feelings
2. to ask for advice
3. to recognize and understand vocabulary about problems.
l Language function and focus
I want to know how( to solve it.)
The problem is that……..
I spend so much time doing homework that I cannot find any time for my bobbies.
When (to do my homework) and when (to spend on my hobbies)
Can you please teach me how to achieve a balance between the two.
Can you offer me some suggestions? = Can you give me some advice?
I wish I could have my parents support.
l Teaching methods
Reading/practicing/listening/working in groups
l Teaching procedures
(part A)
1. Ask students whether they read advice columns, e.g. , newspapers, magazines and websites. Bring in some samples from newspapers and and magazines to show students.
2. Explain the context. Millie and Simon have both written letters to a youth worker.
3. Ask students to scan the text and see if there are words that they do not know. Explain these words briefly.
4. reads Millie’s letter aloud. Ask students to listen carefully to you and follow the text on page 40. Ask questions to check understanding, e.g.
What is Millie’s favorite hobby? (painting)
What is Millie’s problem? (She doesn’t have enough time for hobbies and homework.)
5. Ask one student at a tome to read a paragraph, ask students to say which parts of the text they do not understand. Clarify any points if necessary.
6. Read Simon’s letter aloud. Ask students to listen carefully to you and follow the text on page 41. Ask questions to check understanding, e.g.
When does Simon play football? (After school until late.)
How do his parents feel about it? (They don’t like this and ask him to go home before 6 p.m.)
7. Ask one student at a tome to read a paragraph, after each paragraph, ask students to say which parts of the text they do not understand. Clarify any points if necessary.
(part B)
1. Remind students that the vocabulary that the vocabulary listed in Part B appears in Millie and Simon’s letters on pages 40 and 41. If students are not sure what a word means, it may help them to read the word in context on those pages.
2. Ask students to work in pairs to complete Part B. When students have complete all the answers, they raise their hands. The first pair to finish the exercise correctly is the winner.
3. When students have finished, give the correct answer to each question.
(part C)
1. Tell students that in Part C, they must play the role of Sigmund Friend, and must “diagnose” what is wrong with Millie and Simon.
2. Remind students that they can find all the answers in the reading passage on pages 40 and 41. They should complete the exercise by putting a cross or a tick in the blanks. For more able students, ask them to complete the exercise without referring the back to the reading passage.
3. After checking the answers with the class, ask more able students to look for phrases or sentences in Millie and Simon’s letters to support their answers.
4. This is a straightforward exercise and students of all levels should be able to complete it on their own.
(part C)
1. Revise key vocabulary. Write the following words on the board:
advise keep
earlier later
focus help
forget about school work
give up remember
hobby ignore
homework go home
painting study
spend hours work hard
time drawing
stay out hours
2. Explain that for each word in the column on the left, there is a related word in the column on the right. The words may be opposites, synonyms or related words. Point to the first word and ask the class to find the matching word in the right-hand column. Ask volunteers to come to the front of the class and draw a line between two words to link them. weaker classes might find this task difficult. Go through the words in the two columns with students before asking them to match the words.
Answers are as followings:
advise keep (opposite)
earlier later (opposite)
focus help (synonym)
forget about school work (related word/opposite)
give up remember (opposite)
hobby ignore (opposite)
homework go home (opposite)
painting study (related word)
spend hours work hard (related word)
time drawing (related word/synonym)
stay out hours (related word)
3. Once students are clear about the vocabulary, ask them to complete Part D on Page 43. More able students can complete the exercise on their own. Less able students can work in pairs or small groups.
4. Once students have finished Part D, ask two students to read the letters aloud. Praise students for areas where they do well. Try not to focus too much on their mistakes as this will crush their confidence when speaking in front of the class.

Homework: 完成课时卷 （reading）

Design on Bb

Millie
1. What Grade is she in? 9
2. What are Millie’s hobbies? Read/write poems/walk/shop
3. What’s her favourite hobby? painting
4. Does she have a lot of homework every day? yes
5. What does she think important? Work hard/hand in homework on time
6. What’s the problem?
When to do homework and when to spend on hobbies

Period Three (Grammar )
l Teaching objectives
1. To use “wh-” words + “to” infinitives to talk about problems.
2. To learn about sentences types
3. To study five kinds of sentences structures
4. To learn to use object complements
l Language function and focus
Simon does not know what to do.
Paul knows who to talk to for help.
We believe it unnecessary to give students tests every day.
We have proved him wrong. Consider David the best chairperson
Jay named his dog Bobby.
l Teaching methods
Discussing/writing/practising
l Teaching procedures
Part A
1. Remind students that when we talk about “wh-” words, we mean question words. i.e., what, when, why, where, who, how
2. For stronger classes, introduce “whom” and “whose”. “Whom” is the object pronoun form of “who”,e.g. Whom did you invite to the party? However, it is rarely used nowadays except in formal contexts.
Normally, we simply say “who”. “Whose” is the possessive form of “who”,e.g. “Whose book is that?
3. Explain to students that they need to use the “wh-“ words+to do structure to complete the exercise on page45. The “wh”- words can be used more than once.
4. This is a fairly challenging exercise and all students will benefit from guidance. For stronger classes, ask students to do it by themselves and the n check their answers. Less able students will benefit from working in pairs. More able students can work on their own, but encourage students to share their difficulties with the class. If one students finds something difficult, it is likely that the others do too. Be on hand to offer help for this exercise.\
For weaker classes, tell students that it may be easier it may be easier if they find either the “wh-“ word or “to”-infinitive first before working out the whole answer.
5. Once students have finished, choose one student to play the part of Millie and another student to play the part of Sigmund. Ask them to read the conversation aloud. Check for incorrect answers and mispronunciation. For weaker classes, ask several pairs of students to read one exchange each.
Part B
1. As a warm-up activity, write the following form on the board:
Statement (positive)

Statement (negative)

Question

Imperative

Exclamation

2. Ask students to make up a sentence in each blank on the right according to the requirement on the left. Students make up their own sentences on a piece of paper. Less able students can work in pairs. Encourage more able students to work on their own.
3. Ask a student to come to the front of the class and write the sentence in the right column. If the answer is correct, he / she can choose the next students to the front to continue. If not, you choose the next student.
4. Go through the table at the top on page 46. Ask students if they have any questions. Make sure they understand the four types of sentences.
5. Tell students the basic use of a statement is to give information, e.g., “Millie wrote to Sigmund Friend for advice.” The negative form of this statement is “Millie did not write to Sigmund Friend for advice.” Some statements do more than give information. They can also be used to ask for information, express approval or sympathy, thank someone, give orders or provide an offer.
Tell students the basic use of a question is to ask for information, e.g., “When do you usually go to school?” We can also use questions in other ways, such as making requests, e.g., “Can I have a cup of tea, please?” making suggestions, e.g., “Shall we bring more water?”, making offers, e.g., “Can I help?” or asking for permission, e.g., “May I come in?”
Tell students that the imperative form is the base form of the verb. The imperative is used to give orders or to get someone to do something. When giving orders, you expect the person will obey. For example, when I say “Stop making so much noise!”, I mean that “You should stop making noise.” An imperative can also be used to give suggestions, warnings, instructions, invitations or good wishes.
Tell students that an e